KUALA LUMPUR – Non-Chinese Malaysians who attended Chinese vernacular schools often praise the education they received, highlighting the valuable life skills they gained from these institutions.
They say these schools, known for their rigorous academic standards and emphasis on discipline, have cultivated a unique learning environment that benefits students in numerous ways.
It was previously reported that nearly 20% of students enrolled in Sekolah Jenis Kebangsaan Cina (SJKC) were of non-Chinese ethnicities, marking a notable increase in diversity within Chinese vernacular schools.
This trend reflects a growing phenomenon of Malay, Indian, Orang Asli, and foreign students choosing Chinese primary education.
For non-Chinese students, navigating the educational system of Chinese primary schools poses significant linguistic and cultural challenges.
Lenny Muzfirah Nayli, 23, who attended Chinese kindergarten and primary school, said she experienced a language barrier during her time in school because her classmates would speak in Mandarin, while she primarily speaks English and Bahasa Malaysia.
“It was difficult for me to converse in Mandarin from kindergarten to primary school, but I overcame it by practising and speaking more (to teachers and other students),” she told Scoop.
She noted that a persistent effort to engage with Chinese friends and teachers was key to overcoming the language barrier.
She said making friends was challenging, but it never deterred her determination, as she saw it as an opportunity to learn and grow, not just in terms of language proficiency but also in cultural understanding.
Now, Lenny finds it easier to make friends as an adult, as she believes that many non-English speakers, particularly those from mainland China, struggle with English, so her ability to speak Mandarin lets her help them.
The debate over vernacular and national schools in Malaysia is a longstanding issue that touches on cultural preservation and national unity. The issue has also been politicised to shore up Malay support.
Proponents of vernacular schools argue that they reflect Malaysia’s commitment to multiculturalism.
However, advocates for national schools, including prominent political figures, argue that the existence of vernacular schools perpetuates ethnic divisions and hinders national unity.
For proponents, the benefits of proficiency in Mandarin extend beyond the classroom, significantly impacting their personal and professional lives.
“Personally, (being able to speak Mandarin) has helped me a lot. I can understand and fight back if someone were to be talking badly about me,” Lenny said.
“Professionally, (Mandarin) helped me a lot in the sense that it made it easier for me to find a job, especially when applying for a Chinese-owned company, and being able to speak Mandarin makes it easier for me to speak with Chinese clients.”
Renissha Ragu, also 23, recalled encountering numerous language barriers during her early education, particularly due to the absence of Mandarin speakers in her family.
“Understanding teachers and classmates was difficult, I struggled with differences in pronunciation,” she said.
However, Renissha demonstrated resilience by gradually overcoming the hurdles through immersion in Chinese-language media, especially cartoons.
Despite financial constraints hindering her access to tuition, Renissha said she managed her academic workload effectively.
She sought guidance from teachers and made a concerted effort to complete tasks in school, alleviating the burden of struggling with homework.
Professionally, Renissha found her proficiency in Mandarin to be a valuable asset, as it enabled her to communicate effectively with Chinese bosses and colleagues.
“Most of the employers I have worked with have found that my Chinese school education background is a big advantage for their company,” said Renissha.
Mohamad Fauzi Afandi, 26, has attended Chinese school since kindergarten and pursued his degree in broadcast journalism at Hainan Normal University, China.
Fauzi said there was a support system in place for non-Chinese students like himself, such as language classes tailored to the student’s language proficiency level, cultural orientation programmes, mentorship programmes with local students, and social events aimed at creating connections between local and international students.
“I found these support systems to be very effective. The tailored language programmes helped me integrate better into the school environment,” said Fauzi.
Fauzi said his proficiency in Mandarin has proven advantageous in real-life situations.
“I’ve encountered several situations where I assisted local Malay families and tourists travelling in China.
“One such instance occurred at the train station when they needed help purchasing tickets. Unfortunately, the staff at the counter didn’t speak English, so I acted as a translator between the local Chinese worker and the tourists, facilitating their transaction,” Fauzi recounted.
Asked whether non-Chinese parents should consider sending their children to Chinese schools, Fauzi responded enthusiastically.
“I wholeheartedly encourage pursuing it. Learning an additional language is consistently advantageous for their career. It gives them numerous career opportunities in the future.” – June 13, 2024